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La Salle University
College of Teacher Education
Ozamiz City

A Detailed Lesson Plan in

Teaching Math in the Primary Grades

I. Objectives: At the end of the lesson, the pupils will be able to:
a. determine the steps in solving word problems involving subtracting similar
fractions in simple forms;
b. create word problems with the use of the news of Christmas and New Year’s
events; and
c. reflect on the importance of determining the steps in solving word problems.

II. Subject Matter: Subtraction of Similar Fractions

References: 21st Century MATHlets
Author: Marjoseph H. Perez, Donnel P. Placer, Jaime R. Burgos, and Arsenio S.
Dimaranan
Page: Lesson 1 page 2-3
Instructional Materials: pictures, pizza, cake, powerpoint, handouts
III. Procedure: Problem Solving Method
Teacher’s Activity Pupil’s Activity
I. Preparation

Good morning class… Good morning, Teacher!

Before we start our class, (name of the

student), kindly lead the prayer… Angel of God…

Thank you. Before you take your seat, kindly

align your chairs and please pick up the pieces
of paper on the floor in the count of
10,9,8,7,6,5,4,3,2,1,0.

(Picking up the pieces of paper and arranging

the chairs)
You may now take your seats.

Thank you, teacher.

(Checking of attendance)
Are there any vacant seats today?
None teacher

That’s great!

a. Drill
Before we proceed to our next
discussion, let us have a review first about our
discussion last meeting.

What was our discussion last meeting?

Anybody?

Very good! Our last discussion was about adding similar

fractions in similar forms.

Now to check if you have really learned our

lesson from the last meeting, we will be
having a group activity.

You will be grouped into 3. The counting will

start at the last row from the left.
 1,2,3…1,2,3…1,2,3…
Who is in group 1? Please stand.

Kindly write the members of the group in ¼ (Group 1 members will stand)
sheet of paper and assign a leader.

Group 2? Please stand.

Group 3? Kindly stand.

(Group 2 members will stand)

(Group 3 members will stand)
Okay. Group 1, form a circle at the right front
of our classroom. Group 2 will be at the left
front of our classroom. Group 3 will be at the
center. Do not drag your chairs. Do it silently.

Yes, teacher.
Proceed to your group and form a circle at the
count of 10, 9, 8, 7, 6, 5, 4, 3, 2 and 1.

Okay. Thank you. Now, we will start our

activity. I will be flashing my powerpoint
presentation with the fractions that you will
solve together with your group within the
allotted time. You will only be given 1 minute
and 30 seconds to solve all the 3 items. Each
item has 2 problems, this means that you will
answer each item for only 20 seconds. You
also have another 30 seconds to review your
answers. Write your answers on a ¼ sheet of
paper. Answer directly.
(presentation of powerpoint)

(students will answer)

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1 minute and 30 seconds starts now.

Time’s up!

Now, group 1 please exchange your papers

with group 2.

Group 2 exchange the paper that you have

with group 3.

Okay, let us check your work. I will be

flashing the correct answers.

(Group 1 exchanges papers with group 2)

(Group 2 exchanges with group 3)

 (students will be checking the paper of the other
group)

Are you done checking?

Return the papers to the group owners silently.

Who among the groups here got the perfect

score? Kindly raise your hand.

Excellent! You really understand our last

lesson. Give yourself a round of applause.

a.2 Motivation

Remain on your seats and please face in front.

Good morning once again. I would like to
introduce to you our visitors, Miss Wendy
from Peter Pan and Miss Tinker Bell. Around
applause please.

Miss Wendy: Hi, kids! I am Miss Wendy from

Peter Pan and I have a box of pizza.

Miss Tinker Bell: Hello, kids! I am Miss

Tinker Bell and I have a cake.

Miss Wendy: My pizza is sliced into eighths.

Miss Tinker Bell: My cake is sliced into eights

too.
Yes, Miss.

Miss Wendy: Since you are grouped into three,

(students will return the papers to the owner)
I will be giving you 2 slices of pizza per
group.

(gives 2 pieces of pizza per group) (all group will raise their hands)

Since I gave the three groups with 2 slices of

pizza a total of 6 slices of pizza , what is the
fraction form of the pizza that I have right
now? (students will clap a round of applause)

Very good!

Miss Tinker Bell: I will also be giving you a

piece of cake per group.

(gives a piece of cake per group)

(students will clap their hands)

Since I gave the three groups with a piece of

cake a total of 3 pieces of cake, what is the
fraction form of the pizza that I have right
now?

Okay, since you all know that Miss Wendy has

6/8 of pizza left and Miss Tinker Bell has ⅜ of
cake, we will be learning another lesson in
terms of subtraction and fractions.

Statement of the Aim

So, today, let us learn about how to subtract

similar fractions in simple forms. Listen and
pay attention in our discussion because at the
end of this, we shall be able to meet all the
objectives in this topic.

First group kindly read the first objective, the

second group read the second objective and the
last group read the last objective.

IV. Objectives: At the end of the 6/8, Miss Wendy.

lesson, the pupils will be able to:
 3/8 , Miss Tinker Bell.

II.Presentation

Today, you will be able to know the steps on

how to solve word problems in subtracting
similar fractions in simple forms.

I have prepared 3 word problems. Let’s go for

number 1. Kindly read the first problem, group
1.

Word Problem 1:

Anton spent ⅖ of his money on books. He

spent another ⅕ of his money on buying pens.
What fraction of his money was left?

Thank you, group 1.

As you noticed, in the given word problem, a. determine the steps in solving
there is a question. Can you please state the word problems involving
given question of the problem? subtracting similar fractions in
simple forms;
b. create word problems with the
Thank you. use of the news of Christmas and
New Year’s events;

First step to solving a word problem is to c. reflect on the importance of

determine what is asked. Since we all know determining the steps in solving
what is asked already which is the fraction of word problems.
money left with Anton. Now, we have to
determine the given of the word problem.
What are the given facts in the word problem?

Very good!

We already determined what is asked and what

is given.

(Group 1 will read the problem)

Asked: The fraction of money left with Anton
Given: ⅖ money on books
⅕ money on buying pens

With this, the next step is we have to

determine what operation to be used.

What operations shall we use to solve the What fraction of his money was left?
problem? Select your own strategy.
Let’s use the bar model.

total money of Anton

spent spent on fraction of

on books pens his money left He spent ⅖ of his money on books and he
spent ⅕ of his money on buying pens.

This is the total money of Anton. This

represents 1 whole or 5/5.

We can also see on the bar model that he spent

⅕ on his books and ⅖ on pens.

Now, listen carefully.

The question that we need to answer is “What

fraction of his money was left?’

For us to be able to know this. We have to add

all the money he spent, then subtract it from
his money at the beginning which is 5/5.

Do you understand?

Again, we have to add all the money he spent

and subtract the sum to Anton’s beginning
money or total money he has.

With this, what operations are we going to use

in this problem?

Very good. So, for us to have a clear

understanding of this. We have to write the
number sentence.
The number sentence is this:

Add all the money he spent:

⅖ + ⅕ = __

and then the sum of that will be subtracted to

the total money he has at the beginning. So,
we have

5/5 -(the sum) = ___

We will write it on paper.

Now, since we already know what is asked,

what is given, the operation to be used and the
number sentence, we will now go to the next
step which is our solution.

The total money of Anton at the beginning

represents 1 whole or 5/5. Add the fractions of Yes, Teacher.
the money he spent, then subtract it from his
money at the beginning.

To solve the problem, we have to solve the

number sentence.

Addition first and then subtraction.

This is how you solve it:
1. Add the fractions of money he spent.
⅖+⅕ = ⅗

2. Subtract the total amount of money

spent(step 1) from his money at the
beginning.

5/5- ⅗ = ___

To subtract a fraction, we have to subtract the

numerators and just simply copy the
denominator since the denominators are
similar.

5–3= 2

So, the numerator here is 2 and we have to

copy the denominator 5. We have ⅖.
(writes on a paper)

3. Simplify if necessary .

⅖ is already simplified. This means that the

answer is ⅖.

After solving, you have to conclude your

answer.
Therefore, the fraction of money left with
Anton is ⅖.

So, this is how you solve a word problem.

Give this following:

a. Asked: The fraction of money left with
Anton
b. Given: ⅖ money on books
⅕ money on buying pens
c. Operation to be Used: Addition and
then Subtraction
d. Number Sentence:
⅖ + ⅕= ___
5/5 + (the sum) = )___
e. Solution

⅖+⅕=⅗
5/5 - ⅗ = ⅖
f. Answer

Therefore, the fraction of money left with

Anton is ⅖.

Are there any questions?

Okay we still have 2 remaining word

problems. This is for you to truly understand
the topic.

Group 2, kindly read the second problem.

Word Problem 2:

Ray lives 3/8 kilometer from the Plaza of

Jimenez. Mae leaves 1/8 kilometer from the
Plaza of Jimenez. How much closer is Mae
from the plaza?

What is the first step again to solve a word

problem?

Very good! Okay, what is asked in the second

problem?

That’s right. This means that we are looking at

how close Mae is from the plaza.

Asked: kilometer of Mae from the plaza

What’s the next step?

Correct. What’s the given?

That’s right. Now we have
Asked: kilometer of Mae from the plaza
Given: Ray- ⅜ kilometer from plaza
Mae- ⅛ kilometer from plaza

What is the next step?

Okay, in this word problem, what is the

operation to be used?

Very good. Here’s a tip, for you to be able to

know what operation to be used: you have to
understand the given question. Also, you have
to know the keyword for you to know what
operation to be used. None so far teacher.

These are the following keywords for you to

determine that the operation to be used in the (Group 2 reads the second problem)
given word problem is subtraction.
 Determine what is asked.

How much closer is Mae from the plaza?

As you see from the question, “How much

closer is Mae from the plaza?”, the keywords
are “how much closer”. This means that the
operation to be used is subtraction.

You are correct.

Now, we have

Asked: mile of Mae from the plaza Determine the given.

Given: Ray- ⅜ kilometer from plaza
Mae- ⅛ kilometer from plaza Ray lives 3/8 mile from the Plaza of Jimenez.
Mae leaves 1/8 mile from the Plaza of Jimenez.
Operation to be used: Subtraction

What is the next step?

That’s great! What is the number sentence in

this problem given the fact that the word
problem is saying how much closer Mae is, is
an indication that 1/8 is smaller than ⅜? The next step is to determine what operation to
be used.

Very good! We have,

Asked: mile of Mae from the plaza
Subtraction.
Given: Ray- ⅜ kilometer from plaza
Mae- ⅛ kilometer from plaza
Operation to be Used: Subtraction
Number Sentence: ⅜-⅛ = ___

What is our next step?

Okay that’s right. Solution. How do we solve

this?

Exactly! We have to subtract the numerator

first.

3 - 1 = 2 and copy the numerator. We have

2/8.

Now, can we simplify 2/8?

How do we simplify fractions?

That’s correct! What is the greatest Common

Factor or GCF of 2/8?

That’s right. Now, we have to divide 2 to the

numerator and to the denominator.
2/2 = ?
8/2= ?

So we have ¼. With this, we can say that Mae

is closer to the plaza by ¼ kilometer. You can
also say that John is further away by ¼
kilometer. But, let us stick to the question for
us to conclude. Okay, after the solution what is
the last step?

Very good! Can you please conclude our

answer.

Amazing! I guess you already know how to

solve word problems. Let’s now proceed to
our last word problem for today’s discussion.

Group 3, kindly read the third word problem?

Word Problem 3:

Rodrigo caught lobsters that weighed The next step is to make a number sentence.
4 3/4 kilos. If he gave 1 1/4 pounds to his
girlfriend, how much lobster did he have left?

Thank you, group 3. Now, what are the steps

in solving the word problem? Can someone
enumerate the steps? ⅜-⅛ = __
For the third word problem, may I know what
is asked?

Our next step is the solution.

That’s right. What are the given facts?

We have to subtract the numerators and just

copy the denominator since they are similar.
Correct. Now, what operation should we use?

Why is that so?

Exactly. If we have to use subtraction, how do

we construct our number sentence?

Wonderful. Now how do we solve this?

Knowing that there is a whole number? Yes.

Correct! We can simplify fractions by finding the

Greatest Common Factor and divide it to both
the numerator and denominator.
4-1=?

So the whole number is 3.

The GCF 2/8 is 2.

Let’s go to our fractions.

¾-¼=__
1
3-1=? 4

That’s right. 2 is our numerator and we have to

copy the denominator.
We have 2/4.

Can we simplify 2/4?

The last step is to show the answer or to

How do we simplify 2/4? conclude the answer.

Very good

2/2=? Therefore, Mae is closer to the plaza by ¼

kilometer.
and
4/2=?

We have ½.

What is our answer?

Very good! Now, how do we conclude the

answer?

Marvelous! That’s how we solve word

problems involving subtracting similar
(Group 3 will read)
fractions in simple forms. Do you have any
questions?

Application

Since you do not have any questions, we will We need to determine what is asked, then the
have another activity with your groupmates. given and the operation/s to be used. Then, we
Get one whole sheet of paper per group. Write have to construct the number sentence for us to
the names of your members. proceed for our solution and to arrive and
conclude the correct answer.

Here is the instruction for this activity.

This activity is titled as “Create Me. Solve

Me.”
the lobster that Rodrigo left

Instruction: Each group shall create 3 word

Rodrigo has 4 3/4 kilos of lobsters
problems involving subtracting similar
fractions in simple forms for 7 minutes. After 1 ¼ for his girlfriend
that, papers will be exchanged to the other
group and the other group will solve the word
problems created by the other group for 8 Subtraction.
minutes.

Simply because of the problem and because of

Any questions? the keyword “left”

Okay. That’s good. Time starts now.

4 ¾ - 1 ¼ = __
(after 7 minutes)
Time’s up. Exchange your paper with the other
group. Group 3, exchange your paper with
group 1. Then, group 1, exchange the paper
you have with group 2. Do it silently. Subtract first the whole number and then the
fractions.

Good. Now, you have 8 minutes to solve all

the three problems created by your classmates.
Do not forget to put “answered by group _” on
3
the paper you have for us to be able to know
who answered the paper. Is that clear?

Then, time starts now!

(after 8 minutes)

Time’s up!

2
Okay, return the paper to the owner.

Now, since your paper is back with you, check

the answers of your classmates. You will be
given 1 minute and 30 seconds to do it.

Time starts now! Yes.

(after 1 minute and 30 seconds) By dividing the numerator and denominator

with their GCF which 2.

Time’s up!

1
Now, assign two members to present your
work and the answers of your classmates in
front. 2

Let us start with group 2.

Wow. Thank you. Let’s give them 5 big claps.

3½
Next, group 3.
Therefore, Rodrigo has 3 1/2 pounds of shrimp
left.
Nice. Thank you, group 3. Let’s give them 5
big claps.

And now we have group 1.

Thank you, group 1. It’s wonderful. Let’s give None, Teacher.

them 5 big claps.

Congratulations, class.

Please go back to your original place. Do not

drag your chairs. Arrange your chairs properly
in a count of 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0.

Very good! For me to be able to know that

each of you really understand the topic, get 1
whole sheet of paper. Since we still have time,
we will have our quiz for today.

Are you ready?

You are only going to solve one word problem

and an essay. Answer directly.

1. A soccer player advances 3/4 of a yard.

A second player in the same team
advances 2/4 of a yard. How much
more yard did the second player
 advance? None, Teacher.

2. As a student, how important is it to

follow steps to solve a problem? Why?

(exchange of papers)

(return the papers)

(students will clap)

(students will clap)

(students will clap)

(returning to their original seats)

 Yes, Teacher.

Cabual, Cynthia
Lucenada, Jureyn
Sayson, Shania Mae